Encyclopedia of Information Science and Technology, Fourth Edition (10 Volumes) Now 50% Off

Take 50% off when purchasing the Encyclopedia directly through IGI Global's Online Bookstore. Plus, receive the complimentary e-books for the first, second, and third editions with the purchase of the Encyclopedia of Information Science and Technology, Fourth Edition e-book.

InfoSci®-Journals Annual Subscription Price for New Customers: As Low As US$ 4,950

This collection of over 175 e-journals offers unlimited access to highly-cited, forward-thinking content in full-text PDF and XML with no DRM. There are no platform or maintenance fees and a guarantee of no more than 5% increase annually.

Abstract

The purpose of this chapter is to present and discuss the instructional design process model -- ADDIE, and nine flipped course design principles, which when used in parallel, offer a means to support the development and implementation of a hybrid or flipped classroom. Discussion of the pedagogical terms hybrid, blended, flipped classrooms, and active learning, are followed by an overview of the instructional design process model ADDIE, along with evidenced-based flipped classroom design principles. A partial example of how these two frameworks may be applied to the re-design of a fully online course into a flipped or hybrid course is demonstrated, and emergent design-consideration questions are offered.

Understanding Hybrid, Blended, And Flipped

The term hybrid has emerged to describe a course in which online or another type of distance instruction is combined with face-to-face instruction, such that a substantial amount of the face-to-face instruction is replaced by online instruction. Caulfield (2011) further explicated this idea by claiming hybrid teaching “refers to the interwoven higher-level cognitive processes involved in structured, outcomes-based, student-centered teaching and learning occurring in multiple environments” (p. 4). As such, hybrid teaching places the primary responsibility for learning on the learner, with the responsibility for creating active learning opportunities and engaging learning environments with the instructor. Caulfield (2011) noted the roles of the instructor and learner are fluid in a hybrid teaching environment where technology is used “in lieu of some portion of time spent in the classroom” (p. 6).

Dziuban, Hartman, and Moskal (2004), observed that a new set of labels has emerged to describe the phenomenon of the combination of classroom instruction with online instruction; labels such as hybrid learning, blended learning, and mixed-mode instruction. They claimed, “The mere existence of so many names for what is essentially a single concept suggest that no dominate model has yet been accepted as a definitions of standard practice” (p. 2). The authors then referred to hybrid or blended learning as “courses that combine face-to-face classroom instruction with online learning and reduced classroom contact hours (reduced seat time)” (p.7). Dziuban, et al. (2004) also proposed that the construct of blended learning or hybrid learning be approached as “a fundamental redesign of the instructional model”, moving from lectures to more learner-centered, active instruction, characterized by “increases in interaction between student-instructor, student-student, student-content and student-outside resources” (p.3)